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Report of the Massive Open Online Course on Authentic Assessment for Online Learning (AAOL)
Get PDFAuthentic Assessment for Online Learning (AAOL) is a Massive Open Online Course (MOOC) first offered through the Commonwealth of Learning May 9 – June 3, 2022 using the mooKIT platform developed by the Indian Institute of Technology, Kanpur. The course curriculum was initially drafted by Dr. Dianne Conrad and revised by Dr. Jason Openo in the Winter of 2021. AAOL introduced the theory and practice of authentic assessments as the heart of the learning experience, with an emphasis on how authentic assessments intersect with academic integrity and various forms of human diversity. // The final curriculum for the four-week MOOC was provided by content expert Dr. Jason Openo, co-author of Assessment Strategies in Online Learning: Engagement and Authenticity (2018). AAOL explored the concept of learner-centred design for online assessment in higher education using short videos, open access readings, interactive forum discussions, and a learning portfolio assignment designed to model the characteristics and qualities of authentic assessments. Aligned with the theory of constructivism and authentic assessment, AAOL explored the changing nature of work in a digital age and the competencies and skills needed in the contemporary workplace, by focusing on assessment strategies that engage and motivate learners in the e-learning environment, as well as those assessment approaches that promote both academic integrity and deep learning. The course provided an overview of the fundamentals of creating learner-centered digital assessment through 21st century examples using the 5-dimensional framework for authentic assessment as both a tool for diagnosing existing assessments for authenticity, and as a design template for new assessments
Face the Screen: Panacea Outlet for the Conduct of Examinations in the Time of COVID-19 Pandemic
No full textPCF10 Sub-theme: Inspiring Innovations // The increase in the use of technology devices and development of various software applications the world over has enabled identifiable solutions to various human problems that looked like Herculean tasks in the past. In the ODL mode of education, as leaners juggle study, work and the responsibility that family life entails, the flexibility characteristic of ODL is paving way for the expected continuity in the teaching and learning process through technology. These include examinations and evaluation processes. Educational institutions in Nigeria before now, based only on traditional methods of learning, that is, they follow the traditional set up of face-to-face lectures including term or semester examinations in a classroom. With the advent of distance learning mode, many universities running dual mode of education along with the only single mode university available in the West African coast - the National Open University of Nigeria, have started blended learning. Although many of the existing colleges and universities are stuck with old procedures of teaching in various ways, the narrative changed when the deadly disease called Covid-19 caused by a Corona Virus (SARS-CoV-2) shook the entire world. Part of the challenges brought about by this World Health Organization declared pandemic was how to ensure continuity in the process of teaching and learning. It is against this background that exigency of time have made it mandatory for institutions of learning to fully turn to technology for solutions to examinations and evaluation process, hence, the reason for virtual examinations which made students to face the screen instead of the traditional assessment system facilitated through the face-to-face classroom environment. Very many conventional institutions of learning which were reluctant to change their pedagogical approach along with the technologically inclined institutions such as NOUN took the advantage of the situation to introduce virtual examinations which points to the fact that students must face the screen if they were to be evaluated. The aim of this paper is to share the experience this mode of examinations entails in the developing countries of West Africa for the purpose of improvement and enabling students outside the shores of the locations of various institutions the opportunity it portend for access to education. // Paper ID 040
Supporting Educational Access and Resilience through Digitization of Curriculum
No full textPCF10 Sub-theme: Building Resilience // One of the main challenges faced in developing countries is that many children and youths are not in any form of education, employment or training. Unlike the developed world, these countries have young populations and are characterized by relatively high population growth rates. It is practically not feasible to accommodate the increasing number of children and youth in existing educational institutions, using the traditional methods of classroom education. There is the risk of keeping more children and youth out of education and by so doing, exposing them to all forms of social problems like alcohol and drug abuse. Unfortunately, even those learners that find themselves in school sometimes hardly realise significant educational achievements. This is mainly because many schools have crumbling infrastructure, overcrowded classrooms and poor educational outcomes. // The problem of poor educational outcomes in developing countries is exacerbated by occasional natural disasters like tsunamis, volcanic eruptions and pandemic outbreaks. As was witnessed with the Covid-19 pandemic, these disasters not only constrain the smooth-running of education systems, they also make educational provision more expensive. This further pushes more children out of school. It is clear from experience that education institutions need to build systems that provide more access at affordable cost and that are more resilient to the myriad of challenges that are posed by nature. The advent of technology provides a window of hope in this regard. Use of educational technology allows more people to participate in education, provides greater flexibility, and has immense potential to enhance the quality of education. This paper is a reflection of the contribution COL is making in supporting digitisation of the curriculum at the schooling level as a way of addressing the challenges of access, quality and resilience. The paper highlights the initiatives that were implemented, the methodology that has been used to collect data from various countries where COL supported technology enhanced learning, achievements that were made and challenges that were encountered. It also highlights emerging results of these interventions and surfaces their potential impact. // Paper ID 414
Getting Published in High Impact ODL Journals (Researching & Writing Panel Discussion)
No full textPCF10 Sub-theme: Inspiring Innovations [PRESENTATION] // Prof Som Naidu will talk to the following: Open, flexible and distance education draws its foundations from an eclectic knowledge base. While this provides scope for multiple perspectives, it also poses serious challenges for writing, researching and getting published in the field. Key issues among these are 1) a lack of awareness of the basic principles of open and distance learning; 2) lack of awareness of lessons already learned, and 3) lack of methodological rigour. This discussion will engage participants with a critical examination of these issues and challenges and how best to approach them. // Prof Rory McGreal will talk to the following: This session will provide prospective authors of scholarly articles with useful information on how to write a paper to increase the chances of acceptance. An adapted version of Reyes guidelines for scholarly articles will be used to provoke questions, comments and suggestions from the audience. Descriptions of journals that are accepting articles specifically on open and distance education research will be provided. The OER Knowledge Cloud will be introduced along with an explanation of how it can best be used for research. // Information will also be provided on the landscape of scholarly journals relevant to open and distance education research, including explanations of impact factors, h-index, ESCI (Emerging Sources Citation Index) and citation rankings. A description of the open access publishing environment will aim to enlighten participants on the main issues regarding what is wrong with academic publishing. The different types of openness (green, gold, etc.) will be discussed. // Prof Santosh Panda will talk to the following: The Journal of Learning for Development provides a forum for the publication of research with a focus on innovation in learning, in particular but not exclusively open and distance learning, and its contribution to development. Content includes interventions that change social and/or economic relations, especially in terms of improving equity. // JL4D publishes research articles, book reviews and reports from the field from researchers, scholars and practitioners, and seeks to engage a broad audience across that spectrum. It aims to encourage contributors starting their careers, as well as to publish the work of established and senior scholars from the Commonwealth and beyond. // Paper ID 788
Assessment of the Effectiveness of the Online Training of the Teacher Education and Enhancement Programme (TEEP) in Ghana
No full textPCF10 Sub-theme: Fostering Lifelong Learning // The Teacher Education and Enhancement Programme (TEEP) is a project being implemented as part of the Commonwealth of Learning (COL)’s Integration of Technology in Teaching, Learning and Assessment (ITTLA) model that works with government agencies towards improved national effectiveness in leveraging open, distance and technology-enabled learning, for quality teacher training. The TEEP project aims to strengthen knowledge and skills in digital teaching, learning and assessment among teachers and other educators. COL is working with the National Teaching Council (NTC) of Ghana to implement TEEP in Ghana as the first-ever national online professional development programme for teachers. This study sought to assess the effectiveness of the first phase of the online training in Ghana which covered Teaching in a Digital Age (DTA). The study adopted a descriptive research design with a population consisting of teachers who participated in the training. A purposive sampling technique was adopted to collect data from 456 teachers. It was found that the online training helped to develop the participants’ competencies and skills in the areas of the training, and the overall quality of the training was found to be very good. // Paper ID 335
ICT Enhance Learning for Delivering Quality Education to the Learners of Bangladesh Open University: A Case Study at the Hill Tracks in Bangladesh During Covid-19
No full textPCF10 Sub-theme: Building Resilience // Bangladesh Open University (BOU) has taken full advantages of the modern ICT based learning education to deliver education during the national and global crisis because of Covid-19 while in Bangladesh, any face-to-face tutorial services on weekends were widely restricted. In the hilly districts, the tutors of BOU used the available technology such as mobile phone, Zoom, Google Meet, WhatsApp, Messengers to contact the students and to keep a close connection with the students to conduct regular classes and to support them mentally while the individuals suffered severe mental isolation and felt a lack of support during Covid-19. This study was initiated to understand how the teachers in the hilly districts used those available technology to reach the learners to deliver quality education and mental support in the pandemic situation. The study was designed both qualitative and quantitative tools such as structured questionnaire, focus group discussions and individual structured interviews etc. used to collect the data. The respondents were learners, parents, tutors, and study centers’ coordinators. There were 77 respondents participated from the hill tracts, Khagrachari District, Rangamati Hill District, and Bandarban District of Bangladesh. The study has found out how the tutors were effectively and successfully supported the learners to continue their learning process and to motivate them towards their lifelong education and how the technologies helped the learners to overcome all barriers during Covid-19 situation. The findings of the report may contribute to build resilient education system and human effort unstoppable in any circumstances. // Paper ID 883
Participation in Technical Education, Vocational and Entrepreneurship Training in Zambia: Are there Gender Differences?
No full textPCR10 Sub-theme: Promoting Equity and Inclusion // The 5th Sustainable Development Goal focuses on gender equality, which is to ensure no disfranchisement from participating in socio-economic activities based on their sex. In Zambia, the majority of learners in Technical Education, Vocational and Entrepreneurship Training registered institutions in highly technical progammes are mostly male. A number of women are denied the chance to achieve their potential in mostly male programmes due to societal stereotypes, lack of requisite school qualifications or self-intimidation. Some scholarship incentives have tried to encourage more women participation in mostly male training programmes but the uptake is not very high. However, there are socio-economic returns that accrue workplaces and women for participating in male dominated sectors. This paper seeks to assess the gender differences in the participation of students in mostly male programmes in Technical Training. The main concern was that highly technical programmes have lower female enrolment and participation. A descriptive survey design was employed in this study and data analsyed using descriptive (tables and charts), and inferential (Mann-Whitney U-test) statistics. The findings showed that 26.3 % of the total student population was female, while only 15.1% of females were enrolled in mostly male programmes. This study could contribute to the body of knowledge on gender studies in technical training, and guide policy on interventions of increasing gender equity, and open and distance learning. // Paper ID 306
Emergency Remote Teaching with Reacting To The Past: A Case Study
No full textPCF10 Sub-theme: Inspiring Innovations [POSTER] // Reacting to the Past (RTTP) is an immersive historical role-playing and active learning pedagogy typically employed on-campus. This case study analyzed Northern Michigan University’s History Department courses that utilized RTTP during the COVID-19 emergency remote teaching (ERT) shutdown. Maintaining RTTP and online learning pedagogical best practices was especially difficult. With little time to restructure their courses, the games were innovatively adapted to a variety of web-based platforms resulting in positive learning outcomes that varied by degree depending on technology and synchronous requirements. Inspiring unintended outcomes also occurred and were analyzed. This case study provides a unique and theoretically-grounded contribution to the fields of online and history pedagogies while also supporting additional research calls for the role of emotional presence in the Community of Inquiry. The poster will visually engage the audience with the case’s key findings and suggest open software other educators might employ. The presenters will stimulate discussion to assist educators interested in conducting RTTP and similar active learning strategies online. // Paper ID 10
Effects of Online Yoga Training on Self-Perceived Stress of the Students of Certificate Programme in Yoga (CPY) of IGNOU
No full textYoga and meditation have become widely accepted as nonpharmacologic modalities for stress and anxiety reduction as well as general health. Indira Gandhi National Open University (IGNOU) School of Health Sciences (SOHS) launched a six months-long Certificate Programme in Yoga (CPY) in July 2019 for students who have cleared their 12th class. The objective of this study was to find out the effects of online yoga training on self-perceived stress among the students of the CPY programme enrolled during the academic year 2021. This was a study with both pre- and post-tests and was carried out on the students of the CPY programme between March and December 2021. A total of 69 and 81 students participated from the January 2021 and July 2021 batches, respectively. The Perceived Stress Scale (PSS) was used as a tool to measure the level of stress. A structured close-ended questionnaire was sent by Google Forms to ascertain self-perceived stress. The total mean value of the PSS score after online yoga training decreased from 18 + 5.9 SD in the pretest to 13.7 + 6.5 SD in the post-test of students from the January 2021 batch, and from 17.4 + 5.8 SD in the pre-test to 13.1 + 5.6 SD in the post-test of students from the July 2021 batch. The difference of mean value of pre-test and post-test of both the batches of students after online yoga training were significant (p value < 0.0001). The online yoga training was effective in reduction of perceived stress score among the students of the Certificate Programme in Yoga (CPY)
Tribute to Prof Narend Baijnath, Chair, COL Board of Governors
Get PDFPre-recorded video delivered by Professor Asha Kanwar, COL President & CEO at the celebratory memorial of Professor Narend Baijnath, Chair, COL Board of Governors organised jointly by the Council of Higher Education (CHE) and UNISA, Johannesburg, South Africa, 1 July 2022